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Program Handbook
Welcome to the Reading, Language, and Literacy Program!
As teachers move from novice to veteran, they often seek continuing education experiences that will help them build upon their emerging knowledge base and become more effective in working with a wide range of students. CSUSM’s program in Reading, Language, and Literacy (RLL) was built upon a vision that educators can lead from any seat and that a deep knowledge of literacy theory is essential in terms of helping students successfully navigate school and then become productive members of the global society. To that end, candidates will experience a program based on a sound rationale, grounded in rigorous research, and framed by philosophy of equity and inclusion. Learning from your coursework is immediately applicable and prepares you to meet the needs of a wide range of learners. We look forward to working with you on your journey through graduate school!
- School of Education (SOE) Mission & Vision
Mission
The mission of the School of Education community is to collaboratively transform education. We:
- Create community through partnerships
- Promote and foster social justice and educational equity
- Advance innovative, student-centered practices
- Inspire reflective teaching and learning
- Conduct purposeful research
- Serve the School, College, University, and Community
Vision
To serve the educational needs of local, regional, and global communities, the School of Education advances innovative practice and leadership by generating, embracing, and promoting equitable and creative solutions.
- Program Overview
The Reading, Language, and Literacy Program provides advanced preparation in reading/language arts assessment and instruction, clinical and field experience, and a strong foundation in theory and research in the teaching of reading and writing in the preK-12 educational system. Twelve guiding principles encourage candidates to work within diverse settings and to maximize learning for diverse student populations. In this way candidates will be prepared for many different assignments, including preventing reading difficulties as early as possible, working with struggling readers, and helping English learners attain success in the development of their literacy strategies.
This series of courses prepares teachers for the diversity of languages often encountered in preK-12 schools and classrooms. Coursework and fieldwork also prepare educators to “lead from any seat” as they deepen their knowledge of literacy theory and gain confidence in analyzing data, making instructional decisions grounded in that analysis, and advocating for students at all levels.
- Learning Outcomes
Program learning outcomes (PSLOs) and more specific student (candidate) learning outcomes are grounded in the 12 guiding principles and inform program analysis as well as professors’ decisions about coursework.
PSLO #1: Professional Dispositions: Demonstrate positive professional dispositions and ethics inclusive of social justice and equity, collaboration, critical thinking, professional ethics, reflective teaching and learning, and life-long learning
PSLO #2: Proficiency in promoting a culture of literacy that meets the needs of all students: Demonstrate a commitment to culturally proficient literacy instruction through the signature assignments developed per the program principles.
PSLO #3: Assessment and Program Planning: Conduct and analyze formal and/or informal assessment data to develop assessment reports, instructional plans and school wide program planning based upon individual students’ assessed needs as well as school wide professional development needs.
PSLO #4: Research Analysis: Analyze and integrate research to design or implement an integrated, comprehensive, and balanced literacy curriculum
- Guiding Principles
The guiding principles for the Master of Arts in Reading, Language, and Literacy are designed to help students become highly effective literacy educators who support diverse monolingual and multilingual learners in a contemporary educational landscape. Candidates in the MA Reading, Language, and Literacy program will gain the following competencies:
- Understand historical and contemporary theories and empirical research that describe the cognitive, linguistic, motivational, developmental, and sociocultural foundations shaping literacy development. This includes knowledge of the processes and components integral to foundational skills and disciplinary knowledge.
- Demonstrate professional judgment in utilizing foundational and historical knowledge to design and implement an integrated, comprehensive, and balanced literacy
- Establish a culturally enriched, accessible, and transformative literate environment by integrating foundational knowledge, instructional practices, authentic literature, and curriculum materials to support effective literacy instruction for all students.
- Demonstrate advanced skills in literacy instruction to meet students' diverse learning needs across various Design literacy curriculum that is aligned with standards and grounded in the use of diverse texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
- Apply various assessment methods, including progress monitoring and summative strategies, to plan, deliver, and evaluate literacy instruction and then measure the growth of student learning outcomes.
- Utilize students' proficiency in their native language to support the development of competence in English and promote understanding of content and disciplinary literacy knowledge and skills.
- Integrate technology tools within literacy settings to effectively gather, synthesize, and critically evaluate information, as well as create and communicate knowledge.
- Design, facilitate, lead, and evaluate effective and differentiated literacy programs for TK-12 students and site-based or systemic professional development initiatives.
- Demonstrate an understanding of local, state, and national literacy policies, including their local implications and effects.
- Use action research methodologies to identify and address challenges related to literacy practices in professional Investigate inquiries, question assumptions and beliefs, and systematically collect and analyze data to improve both literacy teaching and student learning.
- Develop and implement comprehensive strategies to advocate for Diversity, Equity, and Inclusion (DEI), ensuring a commitment to equity, access, excellence, and social justice for the benefit of every Concurrently, demonstrate dispositions aligned with DEI principles to cultivate an inclusive and equitable literacy learning environment.
- California Standards for the RLLA and RLLSC
Reading & Literacy Added Authorization and Reading & Literacy Leadership Specialist Credential
Program Design
- Standard 1 (RLLA): Program design, rationale, and coordination
- Standard 6 (RLLSC): Program design, rationale, and coordination
Curriculum and Fieldwork
- Standard 2 (RLLA): Promoting a culture of literacy
- Standard 3 (RLLA): Preparation to teach literacy to all students through assessment, instruction, and appropriate intervention
- Standard 7 (RLLSC): Research and evaluation methodology
- Standard 8 (RLLSC): Advanced professional competencies
- Standard 9 (RLLSC): Integrating the curriculum through clinical experiences
Assessment of Candidate Competence
- Standard 5 (RLLA): Planning, organizing, and providing literacy instruction
- Standard 10 (RLLSC): Planning, organizing, providing, and leading literacy instruction
Available Options
RLAA: Reading and Literacy Added Authorization
- EDRL 606
- EDRL 610
- EDRL 613
- EDRL 614A
- EDRL 614B
- EDRL 616
RLLSC: Reading and Literacy Leadership Specialist Credential
- EDRL 618
- EDRL 619
- EDRL 623
- EDRL 627
(must also complete courses required for the RLAA)
MA: Master of Arts in Reading, Language, and Literacy
- EDUC 622
- EDRL 698
(must also complete all courses required for the RLAA and RLLSC)
Candidates who complete the program’s 36 units, have three years of teaching experience, and possess a CA clear teaching credential will earn the RLAA, RLLSC, and MA. Candidates who do not have three years of teaching experience and a CA credential will earn the MA only.
Candidates who do not want the MA will not take EDUC 622 and EDRL 698. Candidates who do not want the RLAA are not required to take EDRL 614B. Candidates who do not want the RLLSC are not required to take EDRL 623.
- Program of Study
Course Semester and Timing Faculty EDRL 606: Foundations of Literacy and Literacy Education Summer I: End of June - Middle of August
Erika Daniels EDRL 616: Learning Through Text Summer I: End of June - Middle of August Christiane Wood EDRL 619: Teacher Inquiry to Improve Student Learning Fall I: End of August - Middle of October Moses Ochanji EDRL 613: Multilingual Learners, Literacy, & Language Fall I: End of August - Middle of October Elizabeth Garza EDRL 614A: Reading & Writing Assessment Fall II: Middle of October - Middle of December Christiane Wood EDRL 614B: Integrating Curriculum Through Fieldwork/Clinical Experiences Fall II: Middle of October - Middle of December Christiane Wood EDRL 618: Teaching Literacy for the 21st Century Spring I: Beginning of January - Middle of March Christiane Wood EDRL 610: Creating Conditions for Engagement and Independence Spring I: Beginning of January - Middle of March Erika Daniels EDRL 622: Research Methods in Education Spring II: Middle of March - End of April Rong-Ji Chen
EDRL 623: Integrating Curriculum Through Fieldwork/Clinical Experience Spring II: Middle of March - End of April Erika Daniels EDRL 627: Designing, Developing, and Evaluating Effective Programs Summer I: End of April - Middle of June Wendy O'Connor EDRL 698: Culminating Experience Summer II and Fall II: End of June - Middle of October Erika Daniels and Christiane Wood All course requirements, as listed in the syllabus, must be completed to receive a passing grade in the course. The grading scale is described in each course syllabus and conforms to a traditional scale unless otherwise noted (e.g., 93 - 100% = A; 90 – 92% = A-, 88 – 89% + B, 82 – 87% = B). If candidates do not complete the course assignments, they will receive a grade commensurate with the points they have earned. They may request an Incomplete that will be granted at the instructor’s discretion. Outstanding coursework must be completed before any Incomplete can be cleared.
Grading
All coursework will earn a letter grade except for the fieldwork experiences (EDRL 614B & 623) and Culminating Experience (EDRL 698), which will be graded credit/no credit.
Culminating Experience
The Culminating Experience (EDRL 698) occurs during the last two sessions of the program (Summer II, Fall II) is a requirement for completion of the Masters Program. It is not required for candidates who are completing only the RLAA and RLLSC. It can be completed through a research study (thesis) or a project.
Thesis
Conduct a research study of interest according to the appropriate research design approved by a committee and reported in a format using the APA Style Manual.
Project
Define a need relating to curriculum or professional development through a review of existing programs. Meet the need through the design, development, and implementation of curriculum or a professional development program that has not been previously addressed by others. The project must be approved by the committee and reported in a format using the APA Style Manual.
The program’s co-coordinators (Dr. Wood and Dr. Daniels) lead the Culminating Experience and provide individualized support to all candidates. More details are provided during the Spring II session.
To Advance to Candidacy, a candidate must:
- Be in good academic standing with a minimum of 0 cumulative GPA.
- Have completed all course work with the exception of MA Thesis/Project Seminar(s).
- Have met any conditions set upon admission to the
If a candidate does not complete a research study (thesis) or project and submit it to the Library, then the MA degree will not be conferred (regardless of grades earned in previous courses). See the CSUSM Graduate Studies Handbook for more information. Further, each chapter in the Project or Thesis requires multiple rounds of revision in consultation with the candidate’s chair and second reader. The document is not considered “finished” until the chair and second reader have approved it.
- Support Services
The following resources are here to provide support for your social-emotional, academic, and administrative requirements throughout your program: